National Standard #1: Singing, alone and with others, a varied repertoire of music.

Commack Middle School
6th Gr. Band Lesson


- The students will sight-read mm. 17-28 (End) of Midnight Sky
  and mm. 15-31 of Suncatcher.
- The students will review mm. 1-17 of Midnight Sky.
- The student will implement new tempo cues.
- The students will sing the articulation of slurred notes with
  staccato for emphasis.

National Standards

(1) Singing, alone and with others, a varied repertoire of music.
(2) Performing on instruments, alone and with others, a varied
     repertoire of music.
(5) Reading and notating music.


1) Midnight Sky score and instrumental parts, 2) Suncatcher score and instrumental parts, 3) Percussion: bells, triangle, marimba, snare drum, bass drum 3) Pencil, 4) Baton, 5) Essential Elements 2000 teachers edition and student edition

New York State Standards

(2) Knowing and using arts materials and resources.


1. Warm-up: Essential Elements 2000, pg. 40, ex. 2
- Play through the first time without the slurs.
  - Point out the differences compared to ex. 1. (It’s in 2/4 and the are mostly eighth notes.)
- After playing through, ask what the lines are. Explain the difference between a slur (connects different notes, so they can be
  played smoother) and a tie (connects the same notes to extend the beat value).
  - We can add even more of a difference between the slurred and non-slurred notes by playing the non-slurred notes staccato
    (detached and separated).
- Sing on “too” “tah” for every 2 measures, creating a call and response with the students.
  - For every group of two measures, ask the students what beat(s) is the slur on.
  - Sing the rhythm on “too”, “tah”, emphasizing the slur and where to articulate.
    - Have the students repeat what I sing on “too”. “tah”.
  - Listen for the correct pitches and articulation.
- Play the warm-up, adding the slurs. Play until there is a clean and clear distinction between slurred and non-slurred notes.

2. Midnight Sky:
- Play and review mm. 1-17.
  - If they are not watching me, stop and have them play a concert B-flat pitch on quarter notes, and have them follow my tempo
    as I conduct.
- Sight-read mm.17-28(End)
  - Work out new div. between flutes, clarinets, and trumpets.
  - Split up sections to correct pitches (low brass and woodwinds).
  - Watch for rit., breath marks. (AKA Watch me!)

3. Suncatcher: mm. 15-31
- Work out melody section (flutes, oboes, alto saxophones), separate if need be.
- Mm. 22, correct notes, especially with clarinet 2 and saxophones with F-sharp (beat 4).
- Mm. 23-31, practice through trumpet melody and percussion section.

Indicators of Success

- The students were able to sing the correct articulation and pitches in the warm-up exercise.
- The students were able to make eye contact and keep in time with my tempo.
- The students were able to sight-read through new sections in both Midnight Sky and Suncatcher with as much correct notes and
  rhythms as possible.

Transfer of Learning

- The students will develop and will be able to look up from their music to focus on the conductor with more experiences in future
- The students will be able to evaluate pieces in the future, evolving from just only sight- reading for notes and rhythms, looking at
  articulation and cues from the conductor.


I would get off the podium and circulate the room while the class was singing to make sure I can hear their pitches and if they were emphasizing the correct articulation. As I’m singing and conducting, I would be a lot more expressive in my face and make more inflictions in the sound of my voice to keep it more interesting, and to help move the pace along. In general, I would just be louder and more confident in myself and in my presence.